Third Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons


 Sybil Carroll
 3 years ago
 Views:
Transcription
1 Third Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons I. ABSTRACT This unit contains lessons that focus on geometric shapes and figures. Students are exposed to handson activities to enhance their understanding of geometry. The students will observe geometric shapes in their environment. The class will discuss angles, tangrams, symmetry, and congruency. The class will also discuss different types of polygons and solid figures. II. III. OVERVIEW A. Concept Objectives 1. Students will develop an awareness of the properties of geometric shapes and spatial sense to connect geometry to situations in their everyday environment. 2. Students will develop an awareness of angles and their importance to many geometric concepts. 3. Students will demonstrate a spatial awareness of congruent shapes and symmetry. 4. Students will develop an awareness of polygons and be able to recognize and name the different types. 5. Students will develop an awareness of solid figures and be able to name the different types. B. Content from the Core Knowledge Sequence 1. Polygons: recognize vertex; identify sides as line segments; identify pentagon, hexagon, and octagon. 2. Identify angles by letter names; identify a right angle; know that there are four right angles in a square or rectangle. 3. Recognize and draw congruent figures; identify a line of symmetry, and create symmetric figures. 4. Identify solid figures: sphere, cube, rectangular solid, pyramid, cone, and cylinder. C. Skill Objectives 1. Use handson activities and manipulatives to discuss and demonstrate geometry concepts. 2. Recognize, identify, and construct geometric shapes and objects. 3. Determine the relationship between shapes using congruence and similarity. 4. Construct shapes and models to demonstrate geometry concepts. 5. Illustrate the presence of geometric concepts in everyday life through written work. 6. Sort and classify geometric shapes and objects. 7. Recognize, label, and name different types of angles. 8. Create and recognize lines of symmetry in everyday objects. BACKGROUND KNOWLEDGE A. For Teachers 1. What Your Third Grader Needs to Know B. For Students 2004 Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 1
2 1. Topics and information introduced previously are found in kindergarten, first, and second grade. These topics include basic plane figures, congruent shapes, lines and line segments, and lines of symmetry. IV. RESOURCES A. Progress in Mathematics: SadlierOxford (2000) B. Adler, David A. Shape Up! Fun with Triangles and Other Polygons (1998) C. Bullock, Ivan. Shapes (1994) D. Hewitt, Sally. Take Off With Shapes (1996) E. Superbook Grade 3 (1997) V. LESSONS Lesson One: Shapes A. Daily Objectives 1. Concept Objective(s) a. Students will develop an awareness of the properties of geometric shapes and spatial sense to connect geometry to situations in their everyday environment. 2. Lesson Content a. Polygons: recognize vertex; identify sides as line segments 3. Skill Objective(s) a. Recognize, identify, and construct geometric shapes and objects. b. Illustrate the presence of geometric concepts in everyday life. c. Construct shapes and models to demonstrate geometry concepts. d. Illustrate the presence of geometric concepts in everyday life through written work. B. Materials 1. Chart paper 2. Markers 3. Examples of shapes: triangles, squares, rectangles, and circles 4. Book, Sir Cumference and the First Round Table 5. Geometry journals 6. Pencils 7. Pretzel sticks C. Key Vocabulary 1. Shapes outline of specific form or figure 2. Triangle a three, cornered and three sided figure 3. Square a four sided figure whose sides are all equal 4. Rectangle parallelogram having four right angles 5. Circle a shape with no sides or corners 6. Octagon an eight sided figure whose sides are equal length D. Procedures/Activities 1. Introduce with KWL chart on shapes. 2. Review basic shapes: triangle, square, rectangle, and circle. 3. Read and discuss the book, Sir Cumference and the First Round Table. 4. Point out and discuss the different shapes that the table was in the book. 5. Pass out eight pretzel sticks to each student Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 2
3 6. Have the students construct the rectangular table with the pretzel sticks. 7. Children describe this shape in their geometry journals and the problem this shape presented as a table. 8. Have the students construct the square table with the pretzel sticks. 9. Children describe this shape in their geometry journals and the problem this shape presented as a table. 10. Model for the students the shape of the next table, which was the square table, cut diagonally. 11. Have the students construct this table with the pretzel sticks pointing out the square and triangle. 12. Children describe this shape in their geometry journal and the problem this shape presented as a table. 13. Model for the students the shape of the next table and introduce the shape as an octagon. 14. Have the students construct the table shaped like an octagon out of pretzel sticks. 15. Children describe this shape in their geometry journals and the problem this shape presented as a table. 16. Ask the students which shape the table ended up as. 17. Discuss why their pretzel sticks can not be used to create a circle. 18. Show a circle to the students explaining that a circle has no corners or sides. 19. Have the students make a list of all the tables in their house and describe their shapes in their geometry journals. E. Assessment/Evaluation 1. The teacher will assess the students by reviewing their geometry journals. 2. The teacher will assess the students by viewing the shapes they constructed. Lesson Two: Triangles A. Daily Objectives 1. Concept Objective(s) a. Students will develop an awareness of the properties of geometric shapes and spatial sense to connect geometry to situations in their everyday environment. b. Students will develop an awareness of polygons and be able to recognize and name the different types. 2. Lesson Content a. Polygons: identify triangle, square, quadrilateral, pentagon, hexagon heptagon, octagon, nonagon, and decagon. 3. Skill Objective(s) a. Use hand on activities and manipulatives to discuss and demonstrate geometric concepts. b. Construct shapes and models to demonstrate geometry concepts. c. Sort and classify geometric shapes and objects. B. Materials 1. Chart paper 2. Markers 3. Pretzel sticks 4. Book, The Greedy Triangle 5. Shape worksheet (appendix A) 2004 Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 3
4 C. Key Vocabulary 1. Polygon a many sided plane figure 2. Triangle tree sided polygon 3. Equilateral triangle triangle with three equal sides 4. Isosceles triangle triangle with two equal sides 5. Square four sided polygon 6. Quadrilateral four sided polygon 7. Pentagon five sided polygon 8. Hexagon six sided polygon 9. Heptagon seven sided polygon 10. Octagon eight sided polygon 11. Nonagon nine sided polygon 12. Decagon ten sided polygon D. Procedures/Activities 1. Show the book The Greedy Triangle to the students. 2. Hand out three pretzel sticks to the students and ask them to construct a triangle. 3. Explain that the triangle that was constructed was an equilateral triangle. 4. Ask the students to take a bite out of just one of the pretzel sticks. 5. Students then should construct an isosceles triangle recognizing that just two sides are equal. 6. Read and discuss book The Greedy Triangle. 7. List the names of shapes that the triangle turns into on chart paper: quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, and decagon. On the chart note the prefixes and their meanings. 8. Give the students the shape worksheet (Appendix A). 9. Students will complete the shape worksheet in class. E. Evaluation/Assessment 1. Students will complete the shape worksheet. 2. Teacher will evaluate the completed Appendix A for accuracy. Lesson Three: Polygons A. Daily Objectives 1. Concept Objective(s) a. Students will develop an awareness of polygons and be able to recognize and name the different types. 2. Lesson Content a. Polygons: recognize vertex, identify pentagon, hexagon, and octagon. 3. Skill Objective(s) a. Use handson activities and manipulatives to discuss and demonstrate geometry concepts b. Recognize, identify, and construct geometric shapes and objects. c. Construct shapes and models to demonstrate geometry concepts. B. Materials 1. Book, Grandfather Tang s Story 2. Tangram puzzle (Appendix B) 3. Geometry Journals C. Key Vocabulary 1. Tangram puzzle seven piece puzzle that can be put together to make hundreds of different shapes and figures Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 4
5 2. Trapezoids quadrilaterals that have one pair of parallel sides 3. Quadrilaterals polygons that have four sides 4. Hexagons polygons that have six sides D. Procedures/Activities 1. Teacher will review vocabulary from previous lessons with students. 2. Teacher will read book, Grandfather Tang s Story. 3. Discuss the shapes that Grandfather Tang and Little Soo used in creating fox fairies. 4. Have students cut out their tangram pieces (Appendix B). 5. Have students try to put the seven pieces back together to form a square. 6. Read the story again, and have the students make the shapes described in the story with their tangram shapes. 7. Have the students create their own shapes using their tangram pieces. 8. After the students have created their shapes, have them describe their shapes in their geometry journals and write a story about their shape. F. Evaluation/Assessment 1. Students will be observed making geometric shapes. 2. Teacher will assess the writing in the student s geometry journals. Lesson Four: Angles A. Daily Objectives 1. Concept Objective(s) a. Students will develop an awareness of angles and their importance to many geometric concepts. 2. Lesson Content a. Identify angles by letter names; identify a right angle; know there are four angles in a square or rectangle. 3. Skill Objective(s) a. Recognize, label, and name different types of angles. B. Materials 1. Geometric shapes such as a triangle, quadrilateral, pentagon, hexagon, and octagon. 2. Round pieces of white paper 3. Markers 4. Eight popsicle sticks 5. Overhead projector C. Key Vocabulary 1. Angle formed by two rays or two line segments that start out from the same point 2. Vertex the point where two lines meet to form an angle 3. Triangle three sided polygon 4. Quadrilateral four sided polygon 5. Pentagon five sided polygon 6. Hexagon six sided polygon 7. Octagon eight sided polygon 8. Right angle an angle formed by two straight lines 9. Acute angle less than a right angle 10. Obtuse angle larger than a right angle D. Procedures/Activities 2004 Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 5
6 1. Show each shape to the students and have them name each shape. 2. Discuss the number of sides that each shape has. 3. Construct a triangle on the overhead using popsicle sticks. 4. Discuss the presence of angles where two lines meet. 5. Ask how many angles the triangle has. 6. Take one of the popsicle sticks away and form a right angle. 7. Explain to the students what a right angle is. 8. Point out the vertex of the angle. 9. Invite one of the students up to the overhead to create a quadrilateral with the popsicle sticks. 10. Point out the angles in this shape. 11. Ask the students what types of angles are in the quadrilateral. 12. Invite one of the students up to the overhead to create a pentagon out of popsicle sticks. 13. Point out the angles in the shape. 14. The students should be able to point out the right angles. 15. Point out the obtuse angles in the pentagon. 16. Point out the acute angle in the pentagon. 17. Invite one of the students up to the overhead to create a hexagon. 18. Point out the angles in the shape and state what types of angles they are. 19. Invite one of the students up to the overhead to create an octagon. 20. Point out the angles in the shape and state what type of angles they are. 21. Explain to the students that all angles can be labeled by using the letters of the alphabet. 22. Provide the students with one round piece of paper. 23. Model for the students how to fold the paper once so it has a straight edge and then have the students fold their papers. 24. Model for the students how to fold the paper again so one half of the straight edge falls on top of the other and then have the students fold their papers. 25. Point out to the students that a right angle was created. 26. Remind the students that angles can be labeled by using letters of the alphabet. 27. Have students label their angles. E. Evaluation/Assessment 1. Students will be observed labeling their angles. 2. Students will identify their angle names. Lesson Six Symmetry A. Daily Objectives 1. Concept Objective(s) a. Students will develop a spatial awareness of congruent shapes and symmetry. 2. Lesson Content a. Identify a line of symmetry. 3. Skill Objective(s) a. Create and recognize lines of symmetry in everyday objects. B. Materials 1. Copies of Appendix C 2. Copies of Appendix D 2004 Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 6
7 3. Alphabet Stencils 4. Construction paper 5. Large heart shape 6. Geometry journals C. Key Vocabulary 1. Symmetry exact matching of shapes or figures on opposite sides of dividing lines or around a center point 2. Line of symmetry the dividing line of symmetry D. Procedures/Activities 1. Show the students the large heart shape. 2. Fold the heart in half in such a way that both sides match. 3. Explain that when both sides match that is symmetry. 4. Open the heart up and show the students the line of symmetry. 5. Pass out appendix C and have the students cut out the hearts. 6. Students will fold hearts in such a way that both sides match. 7. Discuss why hearts only have one line of symmetry. 8. Pass out leaf patterns (Appendix D). 9. Have students cut out leaf patterns. 10. Have students try to find lines of symmetry. 11. Discuss why the leaf patterns are not symmetrical. 12. Provide each student with a sheet of construction paper and five alphabet stencils. 13. Instruct each student to trace their five letters on the construction paper and cut them out. 14. Have the students manipulate their letters to help them decide whether or not their letters have lines of symmetry. 15. Have the students write about this activity in their geometry journals. The writing should include what letters are symmetrical and which are not. E. Evaluation/Assessment 1. Students will be observed finding symmetry in the letters of the alphabet. 2. Teachers will evaluate the student s geometry journals. Lesson Seven: Congruent Shapes A. Daily Objectives 1. Concept Objective(s) a. Students will demonstrate a spatial awareness of congruent shapes. 2. Lesson Content a. Recognize and draw congruent figures 3. Skill Objective(s) a. Determine the relationship between shapes using congruence and similarity. B. Materials 1. Transparency of appendix E 2. Transparency of appendix F 3. Student copies of appendix F 4. Overhead projector 5. White construction paper 6. Attribute blocks C. Key Vocabulary 1. Congruent refers to two shapes of exactly the same shape and size 2. Similar objects that have the same shape but are not the same size 2004 Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 7
8 D. Procedures/Activities 1. Introduce the lesson with congruent figures display on the overhead projector (appendix E). Explain to students why they are congruent. 2. Use overhead projector to match congruent sets of rectangles (appendix E). 3. Use the overhead projector to explain similarity in figures (appendix E). 4. Distribute a copy of (appendix F). Display a transparency on the overhead projector. Explain that they will draw a figure congruent to the figure the teacher draws. 5. Draw a square on the transparency of (appendix F). 6. Observe the students drawing a square that is congruent. 7. Draw a rectangle on the transparency of (appendix F). 8. Observe the students drawing a rectangle that is congruent. 9. Draw a triangle on the transparency of (appendix F). 10. Observe the students drawing a triangle that is congruent. 11. Distribute a sheet of paper to students and instruct them to fold it into four sections. 12. The students select four attribute blocks and traces one block in each section of the paper. 13. After everyone has filled in all four sections, instruct students to compare papers. 14. When a student finds a paper featuring a shape that is congruent to one on his or her paper, they have the classmate sign that section of their paper. E. Evaluation/Assessment 1. Students will be observed drawing congruent figures. 2. Students will be observed when they are gaining peer s signatures. Lesson Eight: Solid Figures A. Daily Objectives 1. Concept Objective(s) b. Students will develop an awareness of solid figures and be able to name the different types. 2. Lesson Content a. Identify solid figures: sphere, cube, rectangular solid, pyramid, cone, and cylinder. 3. Skill Objective(s) c. Recognize, identify, and construct geometric shapes and objects. d. Construct shapes and models to demonstrate geometry concepts. e. Sort and classify geometric shapes and objects. B. Materials 1. Solid figure shapes: sphere, cube, rectangular solid, pyramid, cone, and cylinder 2. Tagboard 3. Copies of solid figure patterns (appendix G and H) 4. Paint 5. Geometry journals 6. Chart paper 7. Markers 8. Tennis balls 9. Rubber cement C. Key Vocabulary 1. Solid figure three dimensional figures 2. Sphere perfectly round ball shape with a curved surface 2004 Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 8
9 3. Cube a 3D shape with six flat sides which are all the same size 4. Rectangular solid a 3D shapes with six rectangular sides 5. Pyramid a 3D shape made up of triangle faces that meet together in a point 6. Cone a 3D shape with a circle face at one end and a curved face that makes a point at the other end 7. Cylinder a 3D shape with a circle at each end and is joined together by a curved face D. Procedures/Activities 1. Introduce solid figures to the students. 2. Show the students each of the solid figures and discuss each one. 3. List each of the solid figures on the chart paper. 4. Under each solid figure make a list of objects that resemble each shape. 5. Place the students in groups of two. 6. Give each group three copies of (appendix G and H), six pieces of tagboard, and a tennis ball. 7. Have the students cut out the shapes on (appendix G and H) and trace the shapes three times on the tagboard. 8. Have the students cut the shapes out and fold them together. They may need to be glued. 9. Explain to the groups of the students that they will be using these shapes to create an animal of their choice. 10. After the animal is finished the students should paint their creation. 11. Have the students describe their animal in their geometry journals and write a story about their animal. E. Evaluation/Assessment 1. Students will be observed when creating their animal. 2. Teacher will evaluate the creativity used when creating their animal. 3. Teacher will evaluate the writing in the student s geometry journals. VI. VII. CULMINATING ACTIVITY (Optional) Students will be taken on a shape walk. While on the walk, students will be asked to make a list of all the shapes they see around them. After the shape walk is finished, the students will choose three shapes to write about. The students will then write a paragraph about each shape. When the student s paragraphs are completed, they will publish their writing into a book along with illustrations. HANDOUTS/WORKSHEETS A. Appendices AH Note: Appendices B, G & H have been deleted for copyright reasons. You can find them on your own at: Appendix B: The Education Center  Classroom Clips and Seasonal Clips, Intermediate New York: New York Appendix G & H: The Mailbox Superbook, Grade 3, Cynthia Holcomb, pages VIII. BIBLIOGRAPHY Adler, David A. Shape Up! Fun with Triangles and Other Polygons. New York: Holiday House, Inc., ISBN (Hardcover) Bullock, Ivan. Shapes. New York: Thomson Learning ISBN Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 9
10 Burns, Marilyn. The Greedy Triangle ISBN New York: Scholastic Inc. Hewitt, Sally. Take Off With Shapes. Austin, TX: SteckVaughn Company, ISBN Holcomb, Cynthia. The Mailbox Superbook, Grade 3. North Carolina: The Education Center ISBN Neuschwander, Cindy. Sir Cumference and the First Round Table ISBN (reinforced for library use). ISBN (softcover). Massachusetts: Charlesbridge, Publishing. SadlierOxford. Progress in Mathematics, Grade 3. New York: William H. Sadlier ISBN The Education Center  Classroom Clips and Seasonal Clips, Intermediate New York: New York Tompert, Ann. Grandfather Tang Story ISBN X. New York: Crown Publishing Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 10
11 2004 Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 11
12 You can find Appendix B on your own at: The Education Center  Classroom Clips and Seasonal Clips, Intermediate New York: New York 2004 Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 12
13 2004 Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 13
14 2004 Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 14
15 2004 Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 15
16 2004 Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 16
17 You can find Appendices G & H on your own at: The Mailbox Superbook, Grade 3, Cynthia Holcomb, pages Core Knowledge National Conference, Third Grade Is Shaping Up, Grade 3 17
Grade 8 Mathematics Geometry: Lesson 2
Grade 8 Mathematics Geometry: Lesson 2 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside
More informationShape Dictionary YR to Y6
Shape Dictionary YR to Y6 Guidance Notes The terms in this dictionary are taken from the booklet Mathematical Vocabulary produced by the National Numeracy Strategy. Children need to understand and use
More informationAngle  a figure formed by two rays or two line segments with a common endpoint called the vertex of the angle; angles are measured in degrees
Angle  a figure formed by two rays or two line segments with a common endpoint called the vertex of the angle; angles are measured in degrees Apex in a pyramid or cone, the vertex opposite the base; in
More informationAngles that are between parallel lines, but on opposite sides of a transversal.
GLOSSARY Appendix A Appendix A: Glossary Acute Angle An angle that measures less than 90. Acute Triangle Alternate Angles A triangle that has three acute angles. Angles that are between parallel lines,
More information11.3 Curves, Polygons and Symmetry
11.3 Curves, Polygons and Symmetry Polygons Simple Definition A shape is simple if it doesn t cross itself, except maybe at the endpoints. Closed Definition A shape is closed if the endpoints meet. Polygon
More informationUNIT H1 Angles and Symmetry Activities
UNIT H1 Angles and Symmetry Activities Activities H1.1 Lines of Symmetry H1.2 Rotational and Line Symmetry H1.3 Symmetry of Regular Polygons H1.4 Interior Angles in Polygons Notes and Solutions (1 page)
More informationTarget To know the properties of a rectangle
Target To know the properties of a rectangle (1) A rectangle is a 3D shape. (2) A rectangle is the same as an oblong. (3) A rectangle is a quadrilateral. (4) Rectangles have four equal sides. (5) Rectangles
More informationG333 Building Pyramids
G333 Building Pyramids Goal: Students will build skeletons of pyramids and describe properties of pyramids. Prior Knowledge Required: Polygons: triangles, quadrilaterals, pentagons, hexagons Vocabulary:
More informationDiscovering Math: Exploring Geometry Teacher s Guide
Teacher s Guide Grade Level: 6 8 Curriculum Focus: Mathematics Lesson Duration: Three class periods Program Description Discovering Math: Exploring Geometry From methods of geometric construction and threedimensional
More informationMathematics Materials for Tomorrow s Teachers
M2T2 E 1 Geometry Mathematics Materials for Tomorrow s Teachers STATE GOAL 9: Use geometric methods to analyze, categorize, and draw conclusions about points, lines, planes, and space. Statement of Purpose:
More informationLine Segments, Rays, and Lines
HOME LINK Line Segments, Rays, and Lines Family Note Help your child match each name below with the correct drawing of a line, ray, or line segment. Then observe as your child uses a straightedge to draw
More informationDrawing Lines of Symmetry Grade Three
Ohio Standards Connection Geometry and Spatial Sense Benchmark H Identify and describe line and rotational symmetry in twodimensional shapes and designs. Indicator 4 Draw lines of symmetry to verify symmetrical
More informationInvestigating Quadrilaterals Grade Four
Ohio Standards Connection Geometry and Spatial Sense Benchmark A Provide rationale for groupings and comparisons of twodimensional figures and threedimensional objects. Indicator 3 Identify similarities
More informationGrade 3 Core Standard III Assessment
Grade 3 Core Standard III Assessment Geometry and Measurement Name: Date: 3.3.1 Identify right angles in twodimensional shapes and determine if angles are greater than or less than a right angle (obtuse
More informationLesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations
Math Buddies Grade 4 131 Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations Goal: Identify congruent and noncongruent figures Recognize the congruence of plane
More informationChapter 18 Symmetry. Symmetry of Shapes in a Plane 18.1. then unfold
Chapter 18 Symmetry Symmetry is of interest in many areas, for example, art, design in general, and even the study of molecules. This chapter begins with a look at two types of symmetry of twodimensional
More informationGeometry Progress Ladder
Geometry Progress Ladder Maths Makes Sense Foundation Endofyear objectives page 2 Maths Makes Sense 1 2 Endofblock objectives page 3 Maths Makes Sense 3 4 Endofblock objectives page 4 Maths Makes
More informationActivity Set 4. Trainer Guide
Geometry and Measurement of Solid Figures Activity Set 4 Trainer Guide Mid_SGe_04_TG Copyright by the McGrawHill Companies McGrawHill Professional Development GEOMETRY AND MEASUREMENT OF SOLID FIGURES
More information2. If C is the midpoint of AB and B is the midpoint of AE, can you say that the measure of AC is 1/4 the measure of AE?
MATH 206  Midterm Exam 2 Practice Exam Solutions 1. Show two rays in the same plane that intersect at more than one point. Rays AB and BA intersect at all points from A to B. 2. If C is the midpoint of
More informationWhich two rectangles fit together, without overlapping, to make a square?
SHAPE level 4 questions 1. Here are six rectangles on a grid. A B C D E F Which two rectangles fit together, without overlapping, to make a square?... and... International School of Madrid 1 2. Emily has
More informationDear Grade 4 Families,
Dear Grade 4 Families, During the next few weeks, our class will be exploring geometry. Through daily activities, we will explore the relationship between flat, twodimensional figures and solid, threedimensional
More informationAlgebra Geometry Glossary. 90 angle
lgebra Geometry Glossary 1) acute angle an angle less than 90 acute angle 90 angle 2) acute triangle a triangle where all angles are less than 90 3) adjacent angles angles that share a common leg Example:
More informationGrade 3 Geometry and Spatial Sense. Name:
Grade 3 Geometry and Spatial Sense Name: Ontario Mathematics Curriculum Grades 1 to 8, 1997 Strand: Geometry and Spatial Sense Grade: 3 All rights reserved Developed by T. Tasker May be photocopied for
More informationChapter 8 Geometry We will discuss following concepts in this chapter.
Mat College Mathematics Updated on Nov 5, 009 Chapter 8 Geometry We will discuss following concepts in this chapter. Two Dimensional Geometry: Straight lines (parallel and perpendicular), Rays, Angles
More informationWarning! Construction Zone: Building Solids from Nets
Brief Overview: Warning! Construction Zone: Building Solids from Nets In this unit the students will be examining and defining attributes of solids and their nets. The students will be expected to have
More informationGeometry and Measurement
The student will be able to: Geometry and Measurement 1. Demonstrate an understanding of the principles of geometry and measurement and operations using measurements Use the US system of measurement for
More informationGeometry of Minerals
Geometry of Minerals Objectives Students will connect geometry and science Students will study 2 and 3 dimensional shapes Students will recognize numerical relationships and write algebraic expressions
More informationThreeDimensional Figures or Space Figures. Rectangular Prism Cylinder Cone Sphere. TwoDimensional Figures or Plane Figures
SHAPE NAMES ThreeDimensional Figures or Space Figures Rectangular Prism Cylinder Cone Sphere TwoDimensional Figures or Plane Figures Square Rectangle Triangle Circle Name each shape. [triangle] [cone]
More information3D shapes. Level A. 1. Which of the following is a 3D shape? A) Cylinder B) Octagon C) Kite. 2. What is another name for 3D shapes?
Level A 1. Which of the following is a 3D shape? A) Cylinder B) Octagon C) Kite 2. What is another name for 3D shapes? A) Polygon B) Polyhedron C) Point 3. A 3D shape has four sides and a triangular
More informationUnit 8 Angles, 2D and 3D shapes, perimeter and area
Unit 8 Angles, 2D and 3D shapes, perimeter and area Five daily lessons Year 6 Spring term Recognise and estimate angles. Use a protractor to measure and draw acute and obtuse angles to Page 111 the nearest
More informationE XPLORING QUADRILATERALS
E XPLORING QUADRILATERALS E 1 Geometry State Goal 9: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. Statement of Purpose: The activities in this
More informationShapes & Designs Notes
Problem 1.1 Definitions: regular polygons  polygons in which all the side lengths and angles have the same measure edge  also referred to as the side of a figure tiling  covering a flat surface with
More informationEstimating Angle Measures
1 Estimating Angle Measures Compare and estimate angle measures. You will need a protractor. 1. Estimate the size of each angle. a) c) You can estimate the size of an angle by comparing it to an angle
More informationProblem of the Month: William s Polygons
Problem of the Month: William s Polygons The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common
More informationTeaching Guidelines. Knowledge and Skills: Can specify defining characteristics of common polygons
CIRCLE FOLDING Teaching Guidelines Subject: Mathematics Topics: Geometry (Circles, Polygons) Grades: 46 Concepts: Property Diameter Radius Chord Perimeter Area Knowledge and Skills: Can specify defining
More informationGrade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge:
Grade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge: Standards: Lesson Title and Objective/Description Shape names: square, rectangle, triangle,
More informationFIDDLIN WITH FRACTIONS
FIDDLIN WITH FRACTIONS Special Area: Connections (Fourth and Fifth Grade) Written by: (Dawn Ramos, Joan Johnson, Mindy Wilshusen, St. Mary s School) Length of Unit: (6 Lessons) I. ABSTRACT The purpose
More informationISAT Mathematics Performance Definitions Grade 4
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourthgrade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
More information39 Symmetry of Plane Figures
39 Symmetry of Plane Figures In this section, we are interested in the symmetric properties of plane figures. By a symmetry of a plane figure we mean a motion of the plane that moves the figure so that
More information56 questions (multiple choice, check all that apply, and fill in the blank) The exam is worth 224 points.
6.1.1 Review: Semester Review Study Sheet Geometry Core Sem 2 (S2495808) Semester Exam Preparation Look back at the unit quizzes and diagnostics. Use the unit quizzes and diagnostics to determine which
More informationGeometry Enduring Understandings Students will understand 1. that all circles are similar.
High School  Circles Essential Questions: 1. Why are geometry and geometric figures relevant and important? 2. How can geometric ideas be communicated using a variety of representations? ******(i.e maps,
More informationGeometry Notes PERIMETER AND AREA
Perimeter and Area Page 1 of 57 PERIMETER AND AREA Objectives: After completing this section, you should be able to do the following: Calculate the area of given geometric figures. Calculate the perimeter
More informationGEOMETRY. Constructions OBJECTIVE #: G.CO.12
GEOMETRY Constructions OBJECTIVE #: G.CO.12 OBJECTIVE Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic
More informationStar and convex regular polyhedra by Origami.
Star and convex regular polyhedra by Origami. Build polyhedra by Origami.] Marcel Morales Alice Morales 2009 E D I T I O N M O R A L E S Polyhedron by Origami I) Table of convex regular Polyhedra... 4
More information1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count
More informationObjective To guide exploration of the connection between reflections and line symmetry. Assessment Management
Line Symmetry Objective To guide exploration of the connection between reflections and line symmetry. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationVolume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.
Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationangle attribute Figure 1 4 right angles opposite sides parallel Lesson 14 5 Lesson 14 4 Vocab
Vocab angle attribute 006_055_G4_VisV_101741.indd Page F46 2/13/10 11:27:36 PM us014 /Volumes/114/GO00403/GO00403_Natl_Visual_Voca_Cards_G4%0 Figure 1 4 right angles opposite sides parallel endpoint hexagon
More informationII. 2008 Core Knowledge National Conference, 2 nd Grade, Action! Action! We Want Fractions 1
ACTION! ACTION! We Want Fractions! Grade Level or Special Area: Second Grade Written by: Monique Cavaleri, Marie Maggio, Anne Slack, P.S.108, Brooklyn New York Length of Unit: 5 Lessons I. ABSTRACT Fractions
More informationKindergarten to Grade 3. Geometry and Spatial Sense
Kindergarten to Grade 3 Geometry and Spatial Sense Every effort has been made in this publication to identify mathematics resources and tools (e.g., manipulatives) in generic terms. In cases where a particular
More informationGlencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 33, 58 84, 87 16, 49
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 68 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
More informationNew York State Student Learning Objective: Regents Geometry
New York State Student Learning Objective: Regents Geometry All SLOs MUST include the following basic components: Population These are the students assigned to the course section(s) in this SLO all students
More informationClassifying Lesson 1 Triangles
Classifying Lesson 1 acute angle congruent scalene Classifying VOCABULARY right angle isosceles Venn diagram obtuse angle equilateral You classify many things around you. For example, you might choose
More informationPreparation Prepare a set of standard triangle shapes for each student. The shapes are found in the Guess My Rule Cards handout.
Classifying Triangles Student Probe How are triangles A, B, and C alike? How are triangles A, B, and C different? A B C Answer: They are alike because they each have 3 sides and 3 angles. They are different
More informationDISCOVERING 3D SHAPES
. DISCOVERING 3D SHAPES WORKSHEETS OCTOBERDECEMBER 2009 1 . Worksheet 1. Cut out and stick the shapes. SHAPES WHICH ROLL SHAPES WHICH SLIDE 2 . Worksheet 2: COMPLETE THE CHARTS Sphere, triangle, prism,
More informationNumeracy Targets. I can count at least 20 objects
Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects
More informationEveryday Mathematics. Grade 4 GradeLevel Goals CCSS EDITION. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goal
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationof surface, 569571, 576577, 578581 of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433
Absolute Value and arithmetic, 730733 defined, 730 Acute angle, 477 Acute triangle, 497 Addend, 12 Addition associative property of, (see Commutative Property) carrying in, 11, 92 commutative property
More informationTessellating with Regular Polygons
Tessellating with Regular Polygons You ve probably seen a floor tiled with square tiles. Squares make good tiles because they can cover a surface without any gaps or overlapping. This kind of tiling is
More informationGeometric Transformations Grade Four
Ohio Standards Connection Geometry and Spatial Sense Benchmark I Describe, identify and model reflections, rotations and translations, using physical materials. Indicator 7 Identify, describe and use reflections
More informationProblem of the Month: Cutting a Cube
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationActivities Grades K 2 EXPLORING TESSELLATIONS. Background: What is a tessellation? Part One: Tessellating with One Shape
Activities Grades K 2 www.exploratorium.edu/geometryplayground/activities EXPLORING TESSELLATIONS Background: What is a tessellation? A tessellation is any pattern made of repeating shapes that covers
More information1. I have 4 sides. My opposite sides are equal. I have 4 right angles. Which shape am I?
Which Shape? This problem gives you the chance to: identify and describe shapes use clues to solve riddles Use shapes A, B, or C to solve the riddles. A B C 1. I have 4 sides. My opposite sides are equal.
More informationCircumference Pi Regular polygon. Dates, assignments, and quizzes subject to change without advance notice.
Name: Period GPreAP UNIT 14: PERIMETER AND AREA I can define, identify and illustrate the following terms: Perimeter Area Base Height Diameter Radius Circumference Pi Regular polygon Apothem Composite
More informationLevel 1  Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3
Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels
More informationNEW MEXICO Grade 6 MATHEMATICS STANDARDS
PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical
More informationArea of Parallelograms, Triangles, and Trapezoids (pages 314 318)
Area of Parallelograms, Triangles, and Trapezoids (pages 34 38) Any side of a parallelogram or triangle can be used as a base. The altitude of a parallelogram is a line segment perpendicular to the base
More informationnumerical place value additional topics rounding off numbers power of numbers negative numbers addition with materials fundamentals
Math Scope & Sequence fundamentals number sense and numeration of the decimal system Count to 10 by units Associate number to numeral (110) KN 1 KN 1 KN 2 KN 2 Identify odd and even numbers/numerals and
More information3. Relationship between this Unit and the Principles and Standards for School Mathematics (NCTM 2000). This Unit
4 th Grade Mathematics Lesson Plan April 1618, 2002 Brewer Island School, San Mateo, CA Instructor: Akihiko Takahashi 1. Title of Unit: Finding the Area of Shapes 2. Goal: a. To deepen students understanding
More informationGeometry of 2D Shapes
Name: Geometry of 2D Shapes Answer these questions in your class workbook: 1. Give the definitions of each of the following shapes and draw an example of each one: a) equilateral triangle b) isosceles
More informationProgressions for the Common Core State Standards in Mathematics (draft)
Progressions for the Common Core State Standards in Mathematics (draft) cthe Common Core Standards Writing Team 23 June 2012 1 K 6, Geometry Overview Like core knowledge of number, core geometrical knowledge
More informationIntermediate Math Circles October 10, 2012 Geometry I: Angles
Intermediate Math Circles October 10, 2012 Geometry I: Angles Over the next four weeks, we will look at several geometry topics. Some of the topics may be familiar to you while others, for most of you,
More informationInvestigating Relationships of Area and Perimeter in Similar Polygons
Investigating Relationships of Area and Perimeter in Similar Polygons Lesson Summary: This lesson investigates the relationships between the area and perimeter of similar polygons using geometry software.
More informationSHAPES, SHAPES EVERYWHERE!
SHAPES, SHAPES EVERYWHERE! A SecondGrade Geometry Unit Aligned with Mathematics Standards from Content Knowledge: A Compendium of Standards and Benchmarks for K 12 Education, 3rd Edition Regional Educational
More informationCCSSM Critical Areas: Kindergarten
CCSSM Critical Areas: Kindergarten Critical Area 1: Represent and compare whole numbers Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such
More informationWeek 1 Chapter 1: Fundamentals of Geometry. Week 2 Chapter 1: Fundamentals of Geometry. Week 3 Chapter 1: Fundamentals of Geometry Chapter 1 Test
Thinkwell s Homeschool Geometry Course Lesson Plan: 34 weeks Welcome to Thinkwell s Homeschool Geometry! We re thrilled that you ve decided to make us part of your homeschool curriculum. This lesson plan
More informationTeaching and Learning 3D Geometry
This publication is designed to support and enthuse primary trainees in Initial Teacher Training. It will provide them with the mathematical subject and pedagogic knowledge required to teach 3D geometry
More informationExplorations with Shapes Kindergarten
Ohio Standards Connections Geometry and Spatial Sense Benchmark C Sort and compare twodimensional figures and threedimensional objects according to their characteristics and properties. Indicator 1 Identify
More informationGeometry Course Summary Department: Math. Semester 1
Geometry Course Summary Department: Math Semester 1 Learning Objective #1 Geometry Basics Targets to Meet Learning Objective #1 Use inductive reasoning to make conclusions about mathematical patterns Give
More information1st Grade Math Standard I Rubric. Number Sense. Score 4 Students show proficiency with numbers beyond 100.
1st Grade Math Standard I Rubric Number Sense Students show proficiency with numbers beyond 100. Students will demonstrate an understanding of number sense by: counting, reading, and writing whole numbers
More informationMENSURATION. Definition
MENSURATION Definition 1. Mensuration : It is a branch of mathematics which deals with the lengths of lines, areas of surfaces and volumes of solids. 2. Plane Mensuration : It deals with the sides, perimeters
More informationArea of Parallelograms (pages 546 549)
A Area of Parallelograms (pages 546 549) A parallelogram is a quadrilateral with two pairs of parallel sides. The base is any one of the sides and the height is the shortest distance (the length of a perpendicular
More informationSOLIDS, NETS, AND CROSS SECTIONS
SOLIDS, NETS, AND CROSS SECTIONS Polyhedra In this section, we will examine various threedimensional figures, known as solids. We begin with a discussion of polyhedra. Polyhedron A polyhedron is a threedimensional
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 35 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationGEOMETRY CONCEPT MAP. Suggested Sequence:
CONCEPT MAP GEOMETRY August 2011 Suggested Sequence: 1. Tools of Geometry 2. Reasoning and Proof 3. Parallel and Perpendicular Lines 4. Congruent Triangles 5. Relationships Within Triangles 6. Polygons
More informationEveryday Mathematics GOALS
Copyright Wright Group/McGrawHill GOALS The following tables list the GradeLevel Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More informationElizabeth Evans Riverside Elementary 6 th Grade. Teaching Objectives To use tangrams to build figures that have symmetry. To identify line symmetry.
Elizabeth Evans Riverside Elementary 6 th Grade Teaching Objectives To use tangrams to build figures that have symmetry. To identify line symmetry. Instructional Activities (designed for groups of 4) 1.
More informationAssessment For The California Mathematics Standards Grade 4
Introduction: Summary of Goals GRADE FOUR By the end of grade four, students understand large numbers and addition, subtraction, multiplication, and division of whole numbers. They describe and compare
More informationExplorer Education Programme. Lesson Plan: Line Symmetry Class: Third / Fourth Class Strand: Shape and Space Strand Units: Symmetry
Lesson Plan: Line Symmetry Strand Units: Symmetry TITLE: SYMMETRY AND THE SEA Aim / Description: The aim of this lesson plan is to teach students about line symmetry in the marine environment and familiarise
More informationOverview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres
Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,
More informationGEOMETRY COMMON CORE STANDARDS
1st Nine Weeks Experiment with transformations in the plane GCO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point,
More informationIllinois State Standards Alignments Grades Three through Eleven
Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other
More informationGeometry. Higher Mathematics Courses 69. Geometry
The fundamental purpose of the course is to formalize and extend students geometric experiences from the middle grades. This course includes standards from the conceptual categories of and Statistics and
More informationEveryday Mathematics. Grade 4 GradeLevel Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goals
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationGeometry and Spatial Reasoning. Prefixes Are Important in Geometry, Too!
Geometry and Spatial Reasoning Activity: TEKS: Overview: Prefixes Are Important in Geometry, Too! (2.7) Geometry and spatial reasoning. The student uses attributes to identify two and threedimensional
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationBuilding a Bridge to Academic Vocabulary in Mathematics
Building a Bridge to Academic Vocabulary in Mathematics AISD Elementary Mathematics Department How Students Develop a Repertoire of Academic English in Mathematics Developed and researched by the AISD
More informationLesson 1.1 Building Blocks of Geometry
Lesson 1.1 Building Blocks of Geometry For Exercises 1 7, complete each statement. S 3 cm. 1. The midpoint of Q is. N S Q 2. NQ. 3. nother name for NS is. 4. S is the of SQ. 5. is the midpoint of. 6. NS.
More informationWhich shapes make floor tilings?
Which shapes make floor tilings? Suppose you are trying to tile your bathroom floor. You are allowed to pick only one shape and size of tile. The tile has to be a regular polygon (meaning all the same
More informationSPRING UNIT 14. second half. Line symmetry and reflection. Measuring angles. Naming and estimating angles. Drawing angles
PART SPRING second half SHAPE AND SPACE SECTION Line symmetry and reflection SECTION Measuring angles SECTION Naming and estimating angles SECTION Drawing angles SECTION 5 Calculations involving angles
More information